Philosophy of Teaching: Literacy

I developed a love for reading and writing at an early age from a very supportive family that assisted in my literary development. Reading came easily to me and I could get absorbed in what I was reading, and my reading habit was supported by my mother and father purchasing books and taking me to the library frequently. I now realize how lucky I was to have the support and mutual interest that fostered my growth as a lifelong reader. I know that many students struggle to read and write fluently and that this can hinder their ability to enjoy reading and reading may be a frustrating and stressful endeavor to them. As a teacher I will strive to develop student's reading fluency so that they can develop an interest in reading and writing. Through the use of literary strategy and sound pedagogy I plan to help students grow in their own individual ways and foster their unique reading and writing talents.

I plan to keep up on the newest research on how to facilitate learning by researching methods that may feel outdated or are not working in my classroom. Lev Vygotsky's theory of Zone of Proximal Development, however, will begin as my basis for lesson differentiation and scaffolding (Tracy & Morrow, 2006). Hovering in the zone of proximal development between independence and frustration happens naturally for some students as the curriculum becomes more difficult, but for all students a teacher must assess where the child is and where they can then go from there. The Zone of Proximal Development allows me as a teacher to assess where a student currently is, where I want them to be, and how I can get a student to where I want them to be from using what they currently know. By continuing to work in the ZPD by properly differentiating class work and presenting to students work that is not too easy or too hard, I can best develop and refine the greatest amount of skills in the short school year that we have together.

I would like students to advance to the best of their ability, but I know I have to combat feelings of frustration and stress that can occur in the learning process. These feelings can be prevented by implementing the approach of balanced literacy instruction. The balanced literacy approach allows students several benefits. While some students may do best with inquiry learning, group projects, or teacher focused lessons, no one method is best for all students. In the balanced literacy approach the teacher introduces a concept with a short instructional lesson (often called a minilesson) and then gradually moves control of the learning process from the teacher to the learner (Tompkins, 2010). This provides students with the benefits of teacher modeling as well as independent practice within a short frame of time, as skills are best practiced just after they are taught and observed. 

My last, but most important belief is to keep the education process fun for the learner by providing choice, recognizing them as a unique individual in the classroom community and planning lessons that incorporate shared experiences. With the use of guided instruction and peer instruction it is crucial to establish a “community of learners” where students learn from the teacher but also from other students (Tompkins, 2010). To create a strong sense of community in the classroom it is vital to emphasize and teach responsibility, friendship, and conflict resolution. It is important that all of the students see themselves as learners, contributors, and beneficiaries of the classroom community. As Bandura proposes in the socio-cultural theory of learning, teachers can incorporate a student's culture and in turn allow the child to feel better understood and for the other students to understand and appreciate the student as a unique member of the community (Tracy & Morrow, 2006).

I believe that students can enhance their visualization and comprehension of a story by choosing stories that provide strong text-to-self, text-to-world, or text-to-text connections. Giving students a choice in book selection can allow students to choose texts that they feel they may have a connection with, giving them a degree of freedom and responsibility. I'm a strong believer in the role of sustained silent reading as a way for a teacher to foster student's intrinsic interest in reading (Tompkins, 2010, p. 226). Along with incorporating children's unique cultural experiences, children can form a stronger community by having shared experiences, which can provide entertainment, but also give children prior knowledge before reading a similarly themed book or writing in a journal. When students might not be able to make a text connection, it is important that a teacher try to establish one by introducing an element of the story to share with the class, whether it is a tangible item, supporting text, or an authentic experience. 

I believe that it is most important for a student to make a connection to their reading and writing and in that connection to see its usefulness in their own lives. Writing allows a student to use their imagination to create their own world and characters, or to express their thoughts or feelings, or to communicate with others. It is important for these young authors to view their written work as viable and publishing children's work and having them read other published student work has become incredibly easy thanks to student publishing websites.

By making learning a social process through the incorporation of teacher and student modeling, guided instruction, group learning, and treating the classroom as a community I am hoping to move from the role of a teacher into the role of a knowledgeable facilitator.

References

Tracy, D., & Morrow, L. (2006). Lenses on reading: An introduction to theories and models. New York, NY: Guilford Press.

 

Tompkins, G. (2010). Literacy for the 21st century: A balanced approach. (5 ed.). Boston, MA: Allyn & Bacon.